Abstract
Function-based interventions (FBIs) are an effective strategy to improve student’s contextually appropriate behaviors in school settings (Ingram et al., 2005; Walker et al., 2018) and are required by the Individuals with Disabilities Education Act (IDEA, 2004). However, self-advocates have recently criticized the use of interventions based on the principles of applied behavior analysis (ABA), such as FBIs, stating they did not have a say in their FBI plans and the FBIs were damaging to their self-esteem (Autistic Self-Advocacy Network, 2017). We conducted a systematic literature review of studies that designed or implemented FBI for students with intellectual and developmental disabilities in school settings. Studies included had to (a) plan or implement an FBI based on data from an FBA for at least one student in a Pk-12 school with IDD, and (b) utilize a single-case research design. Of the 176 studies identified that planned or implemented FBI plans in school settings for students with IDD, only five included social validity data from students. Studies included social validity from students to assess the social validity of the goals, procedures, and/or outcomes of the intervention at various stages (prior to intervention, during intervention, and post intervention) using a variety of techniques.
Original language | American English |
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State | Published - May 2023 |
Externally published | Yes |
Event | 49th Annual Association for Behavior Analysis International Conference - Denver, CO Duration: 1 May 2023 → … |
Conference
Conference | 49th Annual Association for Behavior Analysis International Conference |
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Period | 1/05/23 → … |
EGS Disciplines
- Special Education and Teaching